SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma: Education: Foundation Phase 
SAQA QUAL ID QUALIFICATION TITLE
16048  Diploma: Education: Foundation Phase 
ORIGINATOR
University of Port Elizabeth 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CHE - Council on Higher Education  HEQSF - Higher Education Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Diploma  Field 05 - Education, Training and Development  Higher Education and Training 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  360  Level 5  Level TBA: Pre-2009 was L5  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 2663/05  2006-07-01  2009-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-06-30   2014-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
To equip in-service teachers with the appropriate knowledge, competencies, values and attitudes required to practice as qualified teachers. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Senior Certificate or prior accredited learning:
  • An Early Childhood Development Certificate at NQF level 4, or equivalent. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    N 

    EXIT LEVEL OUTCOMES 
    Specific Outcomes:

    By the end of the programme learners will be able to:

    A. Practical:

    1. Construct learning environments that are appropriate.
    2. Design learning programmes.
    3. Select and prepare suitable textual and visual resources for learning.
    4. Manage learning in the classroom.
    5. Use skills, values, principles, methods and procedures relevant to the Foundation Phase.
    6. Monitor, assess, record and report on the achievement of the learning outcomes.
    7. Communicate effectively showing respect for the differences of others.
    8. Make considered decisions in respect of the needs of the learners.
    9. Develop supportive relations with colleagues, parents and other key persons and organisations in the community.
    10. Select, examine and utilize provided learning material.

    B. Foundational Competencies

    1. Provide assessment strategies as an essential feature of a holistic teaching and learning process.
    2. Interpret and evaluate the learning content.
    3. Interpret and evaluate the context in which teaching and learning takes place and take appropriate action.
    4. Demonstrate sound knowledge of learning programme content and various methodological principles.
    5. Demonstrate an ability to be flexible in dynamically changing environments.
    6. Understand the crucial importance of safety, health and environmental issues in the school and the broader community.

    C. Reflexive Competencies

    1. Professional growth as an educator through the pursuit of effective study.
    2. Interpret and use assessment results to feed into processes for the improvement of learning programmes.
    3. Examine and reflect on different approaches to learning and teaching, make choices on the basis of this reflection.

    Critical Cross-Field Outcomes:

    P: Practical Competencies
    F: Foundational Competencies
    R: Reflexive Competencies

    1. Problem solving critical and creative thinking: this outcome is embedded in P1 - P10; F1 - F6; R1 - R3.
    2. Working effectively as a member of a team: this outcome is embedded in P1, P2, P9; F6; R2.
    3. Self organisation and management: this outcome is embedded in P1 - P10; F1 - F6; R1 - R3.
    4. Information processing: this outcome is embedded in P1 - P10; R1 - F6; R1 - R3.
    5. Communicating effectively: this outcome is embedded in P1, P2, P6, P9; F6; R2.
    6. Effective critical use of science and technology: this outcome is embedded in P1, P3.
    7. Demonstrating a systematic understanding of the world: this outcome is embedded in P9; F6.
    8. Reflecting on and exploring learning strategies: this outcome is embedded in P1 - P10; F1 - F6; R1 - R3.
    9. Participating as citizens in social life: this outcome is embedded in F6.
    10. Being culturally and aesthetically sensitive across a range of social contexts: this outcome is embedded in P1 - P10; F1 - F6; R1-R3.
    11. Exploring education and career opportunities: this outcome is embedded in R1.
    12. Developing entrepreneurial opportunities: this outcome is embedded in all the specific outcomes as this qualification makes learners more marketable as professional educators and independent consultants. 

    ASSOCIATED ASSESSMENT CRITERIA 
    The criteria for assessing learners are based on the specific outcomes that are listed.

    In the following roles:
  • Learning mediator
  • Interpreter and designer of learning programmes and materials
  • Leader, administrator and manager
  • Community, citizenship and pastoral role
  • Scholar, researcher and life-long learner
  • Assessor
  • Learning Area / Subject / Discipline Specialist

    Learners should be able to:

    1. Consider a range of possibilities for action, make considered decisions about which possibility to follow and perform the chosen action.

    2. Demonstrate an understanding of the knowledge and thinking which underpins actions taken.

    3. Demonstrate an ability to integrate or connect performances and decision making with understanding, and the ability to adapt to change in unforeseen circumstances and explain the reasons behind these actions.


    Integrated Assessment

    A range of strategies will be used to ensure that the practical, foundational and reflexive outcomes, as well as the critical cross-field outcomes are integrated:

    1. Modular and teaching-practice portfolios
    2. School-based assignments and contextualised Education studies' tasks
    3. Individual and group projects
    4. Research reports
    5. Written and oral examinations. 
    		•

    ARTICULATION OPTIONS 
    The programme links vertically with the Baccalaureus Educationis NQF level 6. 

    MODERATION OPTIONS 
    Exam question papers and memoranda, and a sample of the answer scripts / portfolios will be moderated by an accredited assessor. 

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    A relevant professional qualification at a minimum of NQF level 6 and appropriate teaching experience. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.